REVISING INITATIVE?

 

In the digitalizing world, architecture education generally proceeds through computer programs except for simple physical tools. The fact that the programs lead to such dominance during the education phase, distances from the realities of architecture. Students who have completed their architectural education are faced with big differences compared to what they expect in their professional life since they cannot comprehend the basic concepts such as the necessary analytical thinking and accessing the current knowledge in their undergraduate life. Students who are not evolved in an interdisciplinary environment and who do not leave the computer, do not understand the necessary design principles and applications and thus lack the self-esteem that will trigger phenomena such as awareness and initiative thinking. Therefore, since they do not have the idea that 'I can produce and improve myself', young architects who are mentally at their most productive ages are employed as technicians in various architectural offices and deprive themselves from the creativity and ideas world of architecture. 

 

Just like a living being with a stomach only, a student tries to reach the end result without processing (digesting) the information obtained from the computer. 

 

What about an organism? 

 

According to the idea of organism, education indirectly supports the acquisition and production of knowledge that develops in different layers and aims to guide the student to deeply analyze the acquired raw information. In this way, it aims to enable the student to direct his / her own education process with the awareness and self-confidence regained. 

 

Education is nothing, willing is everything. 

 

Obviously, the groups of students who are working on the practices of knowledge acquisition and production during the education process are constantly improving themselves.